African-Centered Schooling in Theory and Practice

By Diane S. Pollard; Cheryl S. Ajirotutu | Go to book overview

----1----
Historical, Social, and Cultural Contexts of the African American Immersion Schools

The African American Immersion Schools were established within an atmosphere of crisis. This crisis was based both on the general belief that education in the United States was in need of major reform and on the overwhelming evidence that existing school models and programs had failed miserably to educate African American children, particularly those in poor urban communities. The two African American Immersion Schools in Milwaukee, although viewed by some as controversial, were greeted by others with considerable hope and optimism. Educators, parents, and others who were supporters of these schools viewed them as educational innovations that might finally succeed where other school models had failed to educate African American children successfully.

The concept that the history and culture of African Americans could form the basis of an educational program is not new, particularly for African Americans in the United States. It is important, however, to understand the historical and contemporary contexts from which these schools emerged as well as the reasons underlying the establishment of the African-centered educational models in Milwaukee.

This chapter discusses the historical and contemporary contexts within which the African American Immersion Schools in Milwaukee were implemented. In this chapter, the following questions are addressed: (1) What were the precursors to Milwaukee's African American Immersion Schools? (2) What were the conditions in urban black America that led to or were associated with an increased interest in African-centered education on a national level? (3) What were the specific conditions or characteristics in Milwaukee that led this public school district to be one of the first to initiate an African-centered educational model? The answers to these questions will provide a perspective on the national and local contexts within which these schools emerged.

-15-

Notes for this page

Add a new note
If you are trying to select text to create highlights or citations, remember that you must now click or tap on the first word, and then click or tap on the last word.
One moment ...
Project items

Items saved from this book

This book has been saved
Highlights (0)
Some of your highlights are legacy items.

Highlights saved before July 30, 2012 will not be displayed on their respective source pages.

You can easily re-create the highlights by opening the book page or article, selecting the text, and clicking “Highlight.”

Citations (0)
Some of your citations are legacy items.

Any citation created before July 30, 2012 will labeled as a “Cited page.” New citations will be saved as cited passages, pages or articles.

We also added the ability to view new citations from your projects or the book or article where you created them.

Notes (0)
Bookmarks (0)

You have no saved items from this book

Project items include:
  • Saved book/article
  • Highlights
  • Quotes/citations
  • Notes
  • Bookmarks
Notes
Cite this page

Cited page

Style
Citations are available only to our active members.
Sign up now to cite pages or passages in MLA, APA and Chicago citation styles.

(Einhorn, 1992, p. 25)

(Einhorn 25)

1

1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

Cited page

Bookmark this page
African-Centered Schooling in Theory and Practice
Settings

Settings

Typeface
Text size Smaller Larger
Search within

Search within this book

Look up

Look up a word

  • Dictionary
  • Thesaurus
Please submit a word or phrase above.
Print this page

Print this page

Why can't I print more than one page at a time?

Full screen
/ 230

matching results for page

Cited passage

Style
Citations are available only to our active members.
Sign up now to cite pages or passages in MLA, APA and Chicago citation styles.

"Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn, 1992, p. 25).

"Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn 25)

"Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences."1

1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

Cited passage

Welcome to the new Questia Reader

The Questia Reader has been updated to provide you with an even better online reading experience.  It is now 100% Responsive, which means you can read our books and articles on any sized device you wish.  All of your favorite tools like notes, highlights, and citations are still here, but the way you select text has been updated to be easier to use, especially on touchscreen devices.  Here's how:

1. Click or tap the first word you want to select.
2. Click or tap the last word you want to select.

OK, got it!

Thanks for trying Questia!

Please continue trying out our research tools, but please note, full functionality is available only to our active members.

Your work will be lost once you leave this Web page.

For full access in an ad-free environment, sign up now for a FREE, 1-day trial.

Already a member? Log in now.